Download or read book The Effect of a Tier Two Literacy Intervention on Student Achievement in an Urban High School in Northeast Louisiana written by Dina Catherine Garb and published by . This book was released on 2014 with total page 141 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research indicated that many students entering middle and high school read below grade level. This quantitative study attempted to address the problem of low-income African American students from northeast Louisiana entering ninth grade with low reading skills. The purpose of this ex post facto study was to investigate the effects of a Response to Intervention (RtI) Tier 2 literacy intervention on the academic achievement of ninth grade students reading below grade level. The research was grounded in Bloom's mastery learning theory and Dewey's child-centered learning theory. The research question was whether students that completed the literacy intervention performed better on the ninth grade state-mandated assessment than students who did not receive the intervention. The secondary data used in this ex post facto study were the ninth grade iLEAP ELA (integrated Louisiana Educational Assessment Program) scores as measures for the dependent variable. Students who completed the literacy intervention did not score significantly higher on the iLEAP ELA. These results indicated that the intervention that was evaluated in this study was not effective with the population involved in this research. The findings point to the need for alternative literacy interventions that may have to be customized for student populations with different remediation needs.

Download or read book The Impact of a Literacy Intervention Program on Student Achievement and Behavior at Two Urban High Schools written by Steven Martinez and published by . This book was released on 2012 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Research in Education written by and published by . This book was released on 1971 with total page 1236 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Re conceptualizing Secondary Literacy written by Melanie M. Brock and published by . This book was released on 2021 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: Rigorous school curriculums and end-of-course (EOC) exams have brought the need for literacy interventions at the high school level to the forefront. As 21st-century learning evolves, curriculum is shifting from traditional teaching to more student-centered approaches that value differentiated literacy instruction. Furthermore, teachers are receiving resources and ongoing professional development on secondary literacy interventions through Ohio literacy grants. However, the concept of literacy intervention across courses at the high school level is often overlooked due to the assumption that students have mastered reading comprehension in elementary school. The current mixed-methods investigation focuses on the implementation of evidence-based literacy interventions in an Ohio designated Science, Technology, Engineering, and Mathematics (STEM) high school. The purpose of the current study is to determine the impact of 21st-century literacy strategies on student reading levels, as well as student and teacher perceptions of literacy interventions and instruction. The examined literacy strategies include vocabulary instruction, differentiated literacy instruction, and both Fountas' & Pinnell's System of Strategic Actions (SOSA) and Leveled Learning Literacy Intervention (LLI). Results from the current investigation can inform administrators and teachers on the impacts of literacy interventions at the secondary level. Quantitative data results suggest that students grew an average of three Fountas & Pinnell reading levels over one academic year, and an average of five Fountas & Pinnell reading levels over a longitudinal three-year time span when receiving literacy interventions across content areas. Qualitative student interviews demonstrated four emerging themes: Student Perception, Changing of Students' Perceptions, Student Perceptions of Instruction, and Students' Perceived Importance of Reading. Additionally, qualitative teacher interviews demonstrated three emerging themes: Teacher Perceptions of Literacy Instruction, Perceived Student Impact, and Support for Literacy Instruction. Student and teacher perceptions regarding literacy interventions aligned with quantitative results in the belief that literacy interventions are impactful if implemented with fidelity.

Download or read book Resources in Education written by and published by . This book was released on 1982 with total page 1034 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of a Tier Two Reading Intervention on Reading Growth and PSSA Achievement written by Josiah J. Keene and published by . This book was released on 2016 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative study examined the impact of a scientifically validated Tier Two reading intervention on student reading performance. Performance was measured by the change in the students' Lexile scores. Also, this study examined the effectiveness of the Tier Two reading intervention's ability to impact or predict how students performed on the Pennsylvania State System of Assessment (PSSA) English Language Arts (ELA) exam. The archival records of 657 students from two consecutive school years were part of this study. The change in Lexile scores and change in PSSA ELA scaled score normal curve equivalent (NCE) were compared. The statistical comparison of the students change in Lexile scores was utilized to determine the impact of the scientifically validated tier two reading intervention. Correlations, coefficient of determination, and linear regression models were then determined from the 2014 Lexile and PSSA ELA NCE data. Lexile data from May 2015 was then used in conjunction with the corresponding linear regression model to determine if students consistently met or exceeded their scaled score NCE target for the 2015 PSSA ELA exam. The findings of this study indicated the significance of the impact the reading intervention had on students' Lexile levels. However, the relationship between the students' change in Lexile scores and their performance on the PSSA ELA assessment could not be established.

Download or read book Teaching to Close the Achievement Gap for Students of Color written by Theodore S. Ransaw and published by Routledge. This book was released on 2020-10-08 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume highlights approaches to closing the achievement gap for students of color across K-12 and post-secondary schooling. It uniquely examines factors outside the classroom to consider how these influence student identity and academic performance. Teaching to Close the Achievement Gap for Students of Color offers wide-ranging chapters that explore non-curricular issues including trauma, family background, restorative justice, refugee experiences, and sport as determinants of student and teacher experiences in the classroom. Through rigorous empirical and theoretical engagement, chapters identify culturally responsive strategies for supporting students as they navigate formal and informal educational opportunities and overcome intersectional barriers to success. In particular, chapters highlight how these approaches can be nurtured through teacher education, effective educational leadership, and engagement across the wider community. This insightful collection will be of interest to researchers, scholars, and post-graduate students in the fields of teacher education, sociology of education, and educational leadership.

Download or read book The Effects and Perceived Performance of the Achieve3000 Reading Intervention Program on the Achievement of Struggling Urban High School Students written by Tondrea C. McWright-Spivey and published by . This book was released on 2018 with total page 372 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: Struggling high school readers still persist into the 21st century despite hundreds of intervention programs and years of research, Nearly 10 percent of adults in the United States are illiterate and this percentage is higher among economically disadvantaged and minority students, This mixed-methods study was focused on determining the effectiveness of the Achieve3000 Intervention program according to reading achievement measures along with student and teacher perceptions. Statistical analyses were conducted to reveal statistically positive effects of Achieve3000 by various student demographics. Theme analyses were also conducted to reveal streghts of the program, which consisted of Lexile growth, motivational aspects, and support as well as barriers of the program, which consisted of the programs inability to meet all students' needs, program texts/ activities, and implementation issues.

Download or read book Why Cant We Make a Difference A Study of Reading Instruction in an Urban Middle School written by Lauren A. Kazmark and published by . This book was released on 2010 with total page 203 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reading initiatives in urban school districts are often implemented as a result of poor student achievement. This study sought to examine factors that affect the success of reading initiatives in an urban school district. Teacher self-efficacy, teacher expectations of students, school level leadership, and grade configuration were investigated as possible factors affecting the successful implementation of reading initiatives in one urban school district. The external research indicated that these four factors were linked to classroom instruction, student learning, and student achievement, and therefore affected the implementation of reading initiatives. Third and fourth grade teachers, literacy coaches, and principals from four elementary schools participated in this study. Two of the participating schools had achieved Adequate Yearly Progress, as measured by the 2008 NJASK 3 and 4, while the two remaining schools were labeled Schools in Need of Improvement. The outcomes of this dissertation defined connections between self-efficacy, expectations for students, school level leadership, grade configuration and not only student achievement but the successful implementation of the reading initiative. These connections were evidenced by feedback from teachers, literacy coaches, and principals, classroom observations, and test data. Analysis revealed differences in self-efficacy, teacher expectations of students, the role of the school leaders, and perceptions regarding grade configuration between the two successful schools and the two schools in need of improvement.

Download or read book Reading Achievement in a Large Urban School District written by Deborah Patrice Anderson and published by . This book was released on 2014 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reading underachievement among adolescent students, specifically in urban areas, has been well documented in the literature. This unfortunate reality may point to two problems in America. Many schools possess neither the skill to prepare students for college and career nor possess the capacity to prepare them for a workforce that is becoming more and more high tech and in need of literate workers. Some schools are at a loss when it comes to teaching students to think of literacy as a critical tool for self-advocacy and identity development. Sociocultural perspectives on literacy view reading as an activity that develops as one interacts with the surrounding environment. It is not illogical to think that schools and school districts would have a positive impact on how adolescents read how much they read, and how successful they are at that particular task of reading. This dissertation is divided into five chapters. The first chapter begins with an overview of the state of adolescent literacy in America and in Unity School District (a pseudonym), where the study takes place. There is a discussion of the definition of sociocultural theory which is the theory that grounds this study, and how that plays a part in student literacy learning. Motivation theory is discussed and how student motivation plays a part in the use of scripted reading programs. That discussion is followed up by a discussion of the high stakes testing environment and the use of scripted reading programs in many urban school districts. Motivation theory is discussed and how student motivation plays a part in the use of scripted reading programs. Some scripted programs are described and a rationale for this present study is made. The second chapter begins with a review of major legislation over the past fifteen years that affected not only literacy but every content area. I discuss current changes due the Obama administration that have helped states reach their goals. Reading trend data is given as well as what is considered to be effective literacy instruction for adolescents. The focus is narrowed to discussing African-American males due to the fact that only 17% in this subgroup at the eighth-grade score at or above the proficient level in literacy (NCES, 2013). This subgroup makes up the great majority of the students in scripted interventions. Chapter Three focuses on the research methods utilized to answer each research question. This study was mixed methods using quantitative methods, descriptive statistics as well as qualitative methods for one-on-one interview questions with a subgroup of students in the study. In Chapter Four, the results of the quantitative data is featured, showing that all four reading programs yielded student reading growth. Findings from the interviews helped to shed light on the reading growth experienced from the quantitative analysis. Chapter Five gives an interpretation of the data through a sociocultural lens and provides suggestions for future research and next steps. This study will help to deepen our understanding of some of the complexities of the adolescent reader as well as what pedagogical practices will help these students want to engage in reading This study will help to inform the classroom teacher as to which instructional practices motivate the adolescent reader more than others.

Download or read book Catching Up written by Robert Balfanz and published by . This book was released on 2004 with total page 32 pages. Available in PDF, EPUB and Kindle. Book excerpt: Concerns that higher standards and demanding high-stakes tests will disadvantage students who have attended weak, unsuccessful, or under-resourced schools have typically been met with the counter-claim that poorly prepared students will be provided with the extra help and support they need to succeed. Efforts to provide extra help are in their infancy, however, and very little is known about the feasibility and pace of accelerating the academic learning of students who enter high school multiple years behind grade level. This study uses multiple regression analyses of standardized test and survey data from high-poverty high schools in two large urban districts to evaluate initial impacts of the Talent Development High Schools (TDHS) ninth grade instructional program in reading and mathematics. Pre-post and match-control comparisons show that students in the TDHS schools significantly outperformed students in the control schools in mathematics and reading achievement gains, controlling for their prior achievement, attendance, age, and gender. Students in TDHS schools also passed Algebra 1 at higher rates. Achievement advantages occurred at all levels of prior achievement, and gains occurred despite less than perfect implementation and in the face of considerable implementation challenges. Supplemental surveys show a higher percentage of students in the TDHS schools reported learning new skills, strategies, and concepts, and TDHS teachers indicated they were able to use more varied activities during extended periods, use cooperative learning strategies, engage students in group projects, and have students present multiple solutions or methods and relate their academic work to real world experiences and examples.

Download or read book The Impact of Tier 2 and Tier 3 Response to Intervention on Literacy Scores in a High School Setting written by Lisa Jo Spence Beard and published by . This book was released on 2016 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effect of Response to Intervention on Student Achievement Using Second Grade Benchmark Assessments written by Deanna Carr and published by . This book was released on 2016 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if struggling students who are in second grade were still able to minimize gaps in their assessment scores and increase their achievement as a result of receiving supplemental instruction through Tier II and Tier III of Response to Intervention (RTI).

Download or read book The Intersection of Policies Practices and Perceptions Pertaining to Literacy in High School written by Mary F. Handley and published by . This book was released on 2013 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: In recent years there has been an intense focus on literacy acquisition at the elementary school level. There is indisputable evidence correlating early reading achievement and future academic success. This evidence has resulted in Federal and local dollars being poured into school districts annually to insure the development of these essential skills. Frequently these dollars address instructional strategies, innovative programs; professional development for teachers to improve pedagogy and their impact is measured by teachers using a variety of assessment. Due to this practice, we fail to measure, track, and provide intervention for those who are reading below grade level once they have moved into the upper grades.Little datum is available regarding the literacy rates or of programs that support and improve the skills of at-risk readers at the secondary level. In 2000, the National Reading Panel identified a negative trend in national reading scores over a five year period. Once behind, these at-risk students seldom catch up remaining significantly behind throughout their educational careers as they are unable to read instructional text. This study investigated the mean and median reading comprehension scores of graduating seniors from a large urban Midwestern high school as well as teacher perceptions about literacy policy and practices. It was found that 42% of the high school seniors read at or below the sixth grade level and would require remedial reading classes if entering college. Given the research findings and teacher perceptions, educational policies may require reforms including specialized remedial reading classes in high schools to address the growing number of functionally illiterate students rather than simply embedding reading strategies as a component of content area classes.

Download or read book Enhanced Reading Opportunities ERO Study Final Report written by and published by . This book was released on 2010 with total page 417 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Understanding Re mediation from a Student Perspective written by Katherine Knowles Frankel and published by . This book was released on 2013 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: Most studies of so-called struggling readers and at-risk students talk about students but few account for students' perspectives on their own learning as part of the research design. In this year-long qualitative study of two different ninth-grade literacy intervention classes in two secondary schools in California, I incorporated students' perspectives into a larger study that examined how the two intervention models served students during their first year of high school. At the core of this study is the theoretical concept of re-mediation, a morphological derivation of mediation (Cole, 1996: Cole & Griffin, 1983), which provides an alternative to the deficit-oriented approach of remediation, a morphological derivation of remedy. This theoretical perspective allowed me to study intervention settings by focusing on activity systems and how they shape students' learning rather than focusing on remediating individual student deficits. I argue that an advantage of examining interventions from students' perspectives, as these perspectives emerged through the triangulation of multiple data sources, is that they provide a way to privilege students' personal histories and identities at this critical juncture in their academic careers. I combined interviews with focal students, teachers, parents, and administrators with surveys of a larger population of students, and incorporated classroom observations and samples of student work in order to gain the broadest possible understanding of the institutional and pedagogical conditions under which teachers and students operated in the two classrooms. More specifically, I sought to understand how those conditions, combined with students' understandings of literacy and learning and their own academic identities, shaped and were shaped by the teaching and learning activities that occurred in the two classrooms. In my analysis, I paid particular attention to the teachers' and students' understandings of the objectives of the classes and how those perspectives shaped the reading and learning activities that occurred in them. One of the central findings of this study is that the two literacy classes, Enhanced Reading and Reading Workshop, re-mediated students' reading in different ways. The objective of Enhanced Reading was to encourage students to read more in order to become better, more informed, readers, students, and people; the objective of Reading Workshop was to help students gain control over a series of strategies that they could use to be more effective readers who would do better in school and on tests. These objectives led to different outcomes, with students in Enhanced Reading becoming more personally engaged with the act of reading high-interest texts and students in Reading Workshop becoming more strategic in how they approached texts similar to those they might encounter in school. Other findings from this study reveal how the larger institutional and pedagogical contexts in which the two classrooms operated had a profound impact on what re-mediation looked like in the two spaces. At the same time, the findings indicate that students themselves had an equally important impact on teaching and learning activities in their classrooms. Perhaps the most compelling finding is that the success of the two approaches to re-mediation varied for individual students in light of their personal histories and identities as readers and as students. The findings from this study have theoretical, empirical, and practical implications. At a theoretical level, they highlight the need to incorporate a theory of identity into future theorizations and applications of re-mediation in order to account for the ways in which re-mediation influences a subject's relationship to his or her environment at the same time that it changes the nature of the activity. At empirical and practical levels, the findings demonstrate the value of attending to the larger contexts in which teaching and learning interactions occur and the multiple factors that mediate literacy and learning in classrooms. Finally, the findings from this study are a challenge to teachers and researchers alike to take seriously the longer-term outcomes of what we teach and study and to take into account the symbiotic relationship between activities and identities and how each informs and shapes the other. Looking across the two classrooms, it was evident that neither ambitious instruction nor authentic activity could accomplish separately what the two might accomplish together if treated as symbiotic rather than separate enterprises.

Download or read book The Impact of Response to Interventions on Student Reading Achievement in Urban Elementary Schools written by Wendy Smyth Weaver and published by . This book was released on 2011 with total page 442 pages. Available in PDF, EPUB and Kindle. Book excerpt: